C99CL Cognition across the Lifespan - Adolescence: Theories about Self-Identity

C99CL Cognition across the Lifespan: Adolescence - Theories about Self-Identity

Overview of Previous Weeks

Week 1

  • Discussion on how sensory memory, working memory (WM), and long-term memory (LTM) encode and process information, emphasizing developmental trends observed during primary school years.

  • Highlighted that working memory can be actively trained.

Week 2

  • Focused on reading difficulties and classroom interventions.

  • Key topics included:

    • Sound categorization research by Bradley & Bryant.

    • Memory studies by Gathercole & Baddeley.

    • Comprehension issues discussed with references to Oakhill et al.

    • Importance of inference and grasping text structure

    • Essential metacognitive monitoring of understanding.

  • Comprehension linked to:

    • Developmental changes in memory automation.

    • Improvements in memory organization.

    • Enhanced memory retrieval strategies.

Week 3

  • Investigated developmental changes in adolescence, noting neurocognitive transformations, including increased white matter and enhanced hypothetical thinking skills.

Freudian Theory of Development

Five Stages of Development

  • Freud proposed five stages spanning from infancy to adulthood:

    1. Oral (0-1 years)

    2. Anal (1-3 years)

    3. Phallic (3-5 years)

    4. Latency (5-12/13 years)

    5. Genital (from 13 years onward) which marks the onset of adolescence.

  • The libido, defined as the urge for pleasure, alters its focus within the body throughout these stages.

Dynamics of the Libido

  • The shifting location of the libido leads to localized energy concentration, leading to potential tension if not released.

  • During adolescence, this energy is expressed in the genital area, according to Freud.

Tasks of Adolescence

  • Freud identified two primary tasks during adolescence:

    1. Transitioning from immature childhood drives to genital primacy, marking sexuality as the guiding force for behavior and development.

    2. Addressing Oedipal conflicts, which involves emotional detachment from parents and developing mature sexual relationships (referred to as 'object loss' and 'object finding').

Role of the Ego in Adolescence

  • The ego plays a critical role in the realization of the aforementioned tasks, with ego development focusing on cultivating an 'ideal' self.

  • The responsibilities of the ego include:

    • Managing sexual tensions in socially and personally acceptable ways.

    • Balancing the competing demands of the id (seeking gratification) and the superego (moral standards).

Interactions Among Ego, Id, and Superego

  • Sexual drives dominate adolescent behavior, altering the interactions between the id, ego, and superego.

  • Adolescents often grapple with the challenge of reconciling their newfound drives with prior affections for parents and siblings, necessitating significant personality shifts.

  • This involves a discarding of childhood attachments and a distancing from former belief systems acquired from parents. New ideologies are typically sourced from peer groups who may be perceived as more relatable than one's parents.

Erikson's Theory of Psychosocial Development

Overview of Erikson’s Theory

  • Erikson's stages build upon Freud’s theories, emphasizing psychosocial rather than psychosexual aspects of development.

  • Prior to adolescence, individuals are expected to develop a solid sense of identity. However, puberty disrupts this self-knowledge as physical and psychological changes occur, prompting individuals to reconsider their sense of self and how they relate to the world.

Psychosocial Stages and Challenges


  • Erikson delineated key stages of psychosocial development and their associated ages:

    Age Range

    Psychosocial Crisis/Task

    Virtue Developed


    0-18 months

    Trust vs Mistrust

    Hope


    18 months - 3 years

    Autonomy vs Shame/Doubt

    Will


    3-5 years

    Initiative vs Guilt

    Purpose


    5-13 years

    Industry vs Inferiority

    Competency


    13-21 years

    Identity vs Role Confusion

    Fidelity


    21-39 years

    Intimacy vs Isolation

    Love


    40-65 years

    Generativity vs Stagnation

    Care


    65+ years

    Integrity vs Despair

    Wisdom

    Concept of Identity

    • Erikson emphasized that the adolescent's journey entails understanding oneself in the context of others' perceptions and values. Identity encompasses

      • A conscious sense of individual identity

      • An unconscious drive for consistency with group ideals, fostering a connection between one’s self and that of the group.

    Identity Crisis

    • Identity formation hinges on self-definition that resonates with personal beliefs and societal norms.

    • Successful achievement of a positive self-identity leads to fulfillment, whereas failure may result in an 'identity crisis,' characterized by confusion over self-identity.

    • Adolescents often experiment with various identity expressions while searching for a coherent self-concept, leading to the popular notion of 'trying out' different identities.

    The Concept of Gap Year

    • The gap year is a period typically taken between high school and higher education, aimed at exploration, personal growth, and identity development.

    Social Influences on Identity Development

    Importance of Social Comparisons

    • Social comparison theory posits that adolescents frequently evaluate their own traits relative to peers and societal standards, becoming preoccupied with their appearance and perceived social standings.

    • The process of identity construction is significantly affected by the discrepancies between one's actual self and the perceived ideal self.

    • Adolescents employ formal operational thought, especially hypothetical-deductive reasoning, to assess their identities against comparisons made with peers.

    Hypothetical-Deductive Reasoning

    • Adolescents engage in scientific thinking by proposing hypotheses regarding their social standing and possible changes to improve perceived shortcomings.

    • Example: An adolescent contemplates, "I’m not as popular as other boys; why?" This leads to several hypotheses with implications for self-concept and social identity.

    • A sequence of inquiries follows, assessing the evidence supporting these hypotheses, determining the importance of each, evaluating the potential for effective change, and considering limits to their capacity for transformation.

    The Barometric Self Concept

    • Coined by Rosenberg in 1979, the term encapsulates the fluctuating nature of self-esteem and identity during adolescence.

    • Establishing a stable self-concept is crucial during this life stage.

    Role of Peer Groups in Identity Shaping

    • Peers play a pivotal role in healthy identity development.

    • Supportive peer relationships correlate positively with social adjustment into teenage roles, while social isolation can lead to negative outcomes such as delinquency and depression.

    Social Identity Theory

    • Developed by Tajfel and Turner, this theory posits that social comparisons between in-groups and out-groups influence self-identity by highlighting important factors central to personal identity formation.

    • Maintenance of a positive social identity relies on perceived superiority of the in-group over out-groups.

    Adolescent Group Dynamics

    • During adolescence, individuals often strive for greater identification with a group while simultaneously distancing from others.

    • Studies show that adolescents report stronger group identification compared to adults, signifying the significance of peer groups in identity development.

    Key Study - Tarrant et al. (2001)

    • The study involved approximately 150 male participants aged 14-15, who rated statements concerning preferences and social behaviors (e.g., music and fashion).

    • Results demonstrated notable ingroup versus outgroup disparities in ratings, affirming adolescents' sensitivity to social identity constructs.

    • Various components of self-esteem and group identity were assessed through a self-esteem scale, revealing significant correlations between ingroup favoritism and group identity.

    Implications of Study Findings

    • The significant order effect observed in the study indicated that the sequence of assessments impacted the outcome of ingroup favoritism, with participants more favorably rating their own group when initially reflecting on an outgroup.

    • This finding suggests that social identity can be manipulated by the saliency of such comparisons, enhancing understanding of adolescents' social behavior and identity formation.

    Review and Learning Outcomes

    • Key Concepts to Reflect On:

      • Goals of adolescence according to Freud and Erikson.

      • The role of Piaget’s formal operational thought and hypothetical reasoning in identity exploration.

      • Importance of social comparisons in identity development.

      • Significance of peer groups in identity construction.

      • Mechanisms through which social identity theory informs our understanding of adolescent peer relations.

      • Risks associated with a lack of positive peer identification.

    Recommended Readings

    • Steinberg, L. (2022). Adolescence. (13th Edition). Chapters 8 and 11.

    • Amsel, E. (2011). Hypothetical thinking in adolescence: Its nature, development, and applications in E. Amsel & J. G. Smetana (Eds.), Adolescent Vulnerabilities and Opportunities (Ch. 5, pp. 86-108). Cambridge University Press.

    Next Steps

    • Engage with 'check your learning' activities.

    • Complete assigned readings.

    • Explore additional activities available on Canvas, including discussions on global platforms.

    Upcoming Lectures

    • Future Topics: Emotional decision-making and risk assessments in adolescence, including the link between moral development and risk perception.